Similar but different : Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension

Journal article

Colenbrander, Danielle, Nickels, Lyndsey and Kohnen, Saskia. (2017). Similar but different : Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension. Journal of Research in Reading. 40(4), pp. 403-419. https://doi.org/10.1111/1467-9817.12075
AuthorsColenbrander, Danielle, Nickels, Lyndsey and Kohnen, Saskia
Abstract

Background
Identifying reading comprehension difficulties is challenging. There are many comprehension tests to choose from, and a child's diagnosis can be influenced by various factors such as a test's format and content and the choice of diagnostic criteria. We investigate these issues with reference to the Neale Analysis of Reading Ability (NARA) and the York Assessment of Reading for Comprehension (YARC).

Methods
Ninety-five children were assessed on both tests. Test characteristics were compared using Principal Components and Regression analyses as well as an analysis of passage content.

Results
NARA comprehension scores were more dependent on decoding skills than YARC scores, but children answered more comprehension questions on the NARA and passages spanned a wider range of difficulty. Consequently, 15–34% of children received different diagnoses across tests, depending on diagnostic criteria.

Conclusion
Knowledge of the strengths and weaknesses of comprehension tests is essential when attempting to diagnose reading comprehension difficulties.

Year2017
JournalJournal of Research in Reading
Journal citation40 (4), pp. 403-419
PublisherJohn Wiley & Sons Ltd
ISSN0141-0423
Digital Object Identifier (DOI)https://doi.org/10.1111/1467-9817.12075
Scopus EID2-s2.0-84997541832
Open accessPublished as green open access
Page range403-419
FunderMacquarie University
Australian Research Council (ARC)
Author's accepted manuscript
License
All rights reserved
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online26 Apr 2016
Publication process dates
Accepted08 Feb 2016
Deposited17 Nov 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDFT120100102
Permalink -

https://acuresearchbank.acu.edu.au/item/8zz3y/similar-but-different-differences-in-comprehension-diagnosis-on-the-neale-analysis-of-reading-ability-and-the-york-assessment-of-reading-for-comprehension

Log in to edit

Download files

Author's accepted manuscript
AM_Colenbrander_2017_Similar_but_different_Differences_in_comprehension.pdf
License: All rights reserved
File access level: Open

Restricted files

Publisher's version

  • 18
    total views
  • 16
    total downloads
  • 0
    views this month
  • 2
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Orthographic expectancies in the absence of contextual support
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). Orthographic expectancies in the absence of contextual support. Scientific Studies of Reading. 27(2), pp. 187-197. https://doi.org/10.1080/10888438.2022.2127356
The effect of oral vocabulary training on reading novel complex words
Beyersmann, Elisabeth, Wegener, Signy, Pescuma, Valentina N., Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). The effect of oral vocabulary training on reading novel complex words. Quarterly Journal of Experimental Psychology. 76(6), pp. 1321-1332. https://doi.org/10.1177/17470218221113949
Word reading: The role of the speech-language pathologist
Colenbrander, Danielle and Kohnen, Saskia. (2023). Word reading: The role of the speech-language pathologist. Perspectives of the ASHA Special Interest Groups. pp. 1-18. https://doi.org/10.1044/2023_PERSP-23-00054
Maximising access to reading intervention : Comparing small group and one-to-one protocols of Reading Rescue
Miles, Katharine Pace, McFadden, Karen E., Colenbrander, Danielle and Ehri, Linnea C.. (2022). Maximising access to reading intervention : Comparing small group and one-to-one protocols of Reading Rescue. Journal of Research in Reading. 45(3), pp. 299-323. https://doi.org/10.1111/1467-9817.12383
Assessing the effectiveness of structured word inquiry for students in grades 3 and 5 with reading and spelling difficulties : A randomized controlled trial
Colenbrander, Danielle, Parsons, Liam, Bowers, Jeffrey S. and Davis, Colin J.. (2022). Assessing the effectiveness of structured word inquiry for students in grades 3 and 5 with reading and spelling difficulties : A randomized controlled trial. Reading Research Quarterly. 57(1), pp. 307-352. https://doi.org/10.1002/rrq.399
Teaching children to read irregular words : A comparison of three instructional methods
Colenbrander, Danielle, Kohnen, Saskia, Beyersmann, Elisabeth, Robidoux, Serje, Wegener, Signy, Arrow, Tara, Nation, Kate and Castles, Anne. (2022). Teaching children to read irregular words : A comparison of three instructional methods. Scientific Studies of Reading. 26(6), pp. 545-564. https://doi.org/10.1080/10888438.2022.2077653
The effects of spacing and massing on children's orthographic learning
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2022). The effects of spacing and massing on children's orthographic learning. Journal of Experimental Child Psychology. 214, p. Article 105309. https://doi.org/10.1016/j.jecp.2021.105309
Teaching irregular words : What we know, what we don't know, and where we can go from here
Colenbrander, Danielle, Wang, Hua-Chen, Arrow, Tara and Castles, Anne. (2020). Teaching irregular words : What we know, what we don't know, and where we can go from here. The Educational and Developmental Psychologist. 37(2), pp. 97-104. https://doi.org/10.1017/edp.2020.11
Oral vocabulary and reading comprehension : What intervention studies have taught us
Colenbrander, Danielle. (2020). Oral vocabulary and reading comprehension : What intervention studies have taught us. Journal of Clinical Practice in Speech-Language Pathology. 22(1), pp. 10-14.
To see or not to see : How does seeing spellings support vocabulary learning?
Colenbrander, Danielle, Miles, Katharine Pace and Ricketts, Jessie. (2019). To see or not to see : How does seeing spellings support vocabulary learning? Language, Speech and Hearing Services in Schools. 50(4), pp. 609-628. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0135
Individual differences in the vocabulary skills of children with poor reading comprehension
Colenbrander, Danielle, Kohnen, Saskia, Smith-Lock, Karen and Nickels, Lyndsey. (2016). Individual differences in the vocabulary skills of children with poor reading comprehension. Learning and Individual Differences. 50, pp. 210-220. https://doi.org/10.1016/j.lindif.2016.07.021
Nonword reading tests : A review of the available resources
Colenbrander, Danielle, Nickels, Lyndsey and Kohnen, Saskia Regina. (2011). Nonword reading tests : A review of the available resources. Australasian Journal of Special Education. 35(2), pp. 137-172. https://doi.org/10.1375/ajse.35.2.137